The application of learned-helplessness theory to achievement is discussed within the context of implications for research in learning disabilities. The etiology of academic helplessness is reviewed with respect to attributional style in children who experience performance deficits. Of interest are gender differences, mediating variables, information processing, and strategies of intervention. Research has established that helpless students have a maladaptive style of attribution. Attributing academic failure to an internal, invariant source of poor ability has been significantly associated with an expectancy of noncontrol and poor achievement. Teacher and parental practices have been shown to have an important influence on the development of negative self-attribution. Finally, the similarities between helpless children and learning disabled students in terms of problem-solving and attention are discussed.
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